Return to Fluid Spheres
This unit covers the three main parts that make up fluid spheres: the hydrosphere, cryrosphere, and atmosphere. Students will examine specific phenomena relating to each of the three topics, including but not limited to thunderstorms, ocean currents, the coriolis effect, El Niño, and wind patterns.
I would like to incorporate historical events to show how fluid spheres directly impact our lives. I would also like to incorporate much questioning about certain topics to get students used to thinking on their own such as, "How do hurricanes form" or "Do humans have the right to change the environment." Also, students will become familiar with the idea of interrelated processes of fluid spheres and human lives. Moral questions will be posed and solutions to our current globe's problems will be sought after or introduced, depending on time.
In addition, I would also like to incorporate note-taking strategies, which will be implemented in more detail in the lesson plans. Because they are new to high school, I believe it would be good to teach them proper note-taking strategies so they can be successful in their remaining high school years.
The lessons will be sequenced as follows.
1. Students state what they already know.
2. Students are posed a related question/problem that they can not explain.
3. A new phenomona/process is introduced and explained (along with supporting materials) to help them understanding new concept.
4. The new concept is implemented in a new way so students gain understanding.
This unit covers the three main parts that make up fluid spheres: the hydrosphere, cryrosphere, and atmosphere. Students will examine specific phenomena relating to each of the three topics, including but not limited to thunderstorms, ocean currents, the coriolis effect, El Niño, and wind patterns.
I would like to incorporate historical events to show how fluid spheres directly impact our lives. I would also like to incorporate much questioning about certain topics to get students used to thinking on their own such as, "How do hurricanes form" or "Do humans have the right to change the environment." Also, students will become familiar with the idea of interrelated processes of fluid spheres and human lives. Moral questions will be posed and solutions to our current globe's problems will be sought after or introduced, depending on time.
In addition, I would also like to incorporate note-taking strategies, which will be implemented in more detail in the lesson plans. Because they are new to high school, I believe it would be good to teach them proper note-taking strategies so they can be successful in their remaining high school years.
The lessons will be sequenced as follows.